Supporting data for “Investigating the Effects of Gamification on Student Learning Engagement and Performance”

There are 12 datasets in this folder. This study aims to understand how two gamification design models would affect students’ learning performance and intrinsic motivation in learning. The first model is the goal-access-feedback-challenge-collaboration GAFCC gamification design model. The second model is the goal-access-feedback-challenge-collaboration-fantasy GAFCC-F gamification design model.<br>To measure the students’ learning performance, a pre-intervention test, a mid-term test, and a post-intervention test were administered. The pre-intervention test contained seven short essay questions examining students’ prior ability to name an appropriate instructional strategy to obtain a given learning outcome. This test was conducted in the first session of the course. The following are sample questions from the test: <i>What are some important elements of a good lesson objective?</i> <i>What are the instructional strategies to teach “concepts”?</i> <i>What are the instructional strategies to teach “facts”? </i><br>I measured the students’ learning performance with a mid-term exam (i.e., at Week 5). This test examined both the students’ factual knowledge (i.e., explanations of concepts and differentiation of several e-learning design models) and problem-solving ability (i.e., application of appropriate instructional strategies to address a real-world instructional scenario). The post-intervention test referred to the following three final assignments: a) design a storyboard to train customer-facing representatives to sell one beauty product, b) analyze one e-learning hack and c) design and build content for one online Moodle course. <br>Students’ intrinsic motivation was measured and compared three times (i.e., pre-test, mid-term, post-test) using the interest/enjoyment subscale of the Intrinsic Motivation Inventory (IMI, Ryan, 1982). In this study, we used all seven items from the interest/enjoyment subscale of IMI to measure the students’ intrinsic motivation in a gamified class at three stages: (a) pre-intervention, (b) mid-term, and (c) post-intervention stages. An example of the interest/enjoyment item is “<i>I enjoyed doing this activity very much</i>”.

本文件夹中共包含12个数据集。本研究旨在探究两种游戏化设计模型对学生学习表现与学习内在动机的影响。第一种模型为目标-访问-反馈-挑战-协作（GAFCC）游戏化设计模型；第二种模型为目标-访问-反馈-挑战-协作-幻想（GAFCC-F）游戏化设计模型。
为评估学生的学习表现，本研究设置了干预前测验、期中测验与干预后测验三类测评工具。干预前测验包含7道简答题，用于考察学生在指定学习成果下选取适宜教学策略的前置能力，该测验于课程第一课时开展。测验样题示例如下：<i>优质课程目标的核心要素有哪些？</i>、<i>教授“概念”的教学策略有哪些？</i>、<i>教授“事实性知识”的教学策略有哪些？</i>
本研究于课程第5周设置期中测验以衡量学生的学习表现。该测验同时考察学生的事实性知识掌握情况（即对各类电子学习设计模型的概念阐释与区分能力）与问题解决能力（即运用恰当教学策略解决真实教学场景问题的能力）。
干预后测验包含三项期末作业：其一为设计故事板，用于培训面向客户的销售人员推销一款美妆产品；其二为分析一项电子学习技巧；其三为设计并搭建一门基于Moodle的在线课程内容。
学生的学习内在动机则通过《内在动机量表（Intrinsic Motivation Inventory, IMI, Ryan, 1982）》的兴趣/愉悦子维度进行三次测评，分别为干预前、期中与干预后三个阶段。本研究采用该子维度下全部7个条目，在上述三个阶段分别测评游戏化课堂中学生的内在学习动机。其中一条兴趣/愉悦子维度样题为：<i>我非常享受本次学习活动</i>。